Flexible Learning Project: Guiding Principles

Outcomes/Assessment based

  • Clear outcomes must be articulated for all courses.
  • What are we learning, why are we learning it, how do we know we learned it, and where does it fit best in the program.
  • Outcomes led course transformations – partially flipped, partially problem based, partially lecture, etc…
  • Assess the strengths and trade-offs and…experiment!

Active/Student Led/Inquiry based learning

  • A focus on active learning, and where and when appropriate we would like to emphasize. student led and inquiry based approaches to learning.
  • Student and Faculty Buy-in à Learn how to learn & why its worthwhile.

“Authentic” Learning

  • This can range in meaning, but in the end it boils down to no “make-work” assignments.
  • Ideally work that makes a meaningful contribution to the world.

Transferable/Shareable

  • Sufficient course materials developed and support available for any faculty or sessional to be able to step in and teach the course.
  • Outcomes and assessment remain the same, how they get there could change according to instructor.

Open Educational Resources

  • All materials and artifacts of learning developed by the project, and ideally the course itself, will be open educational resources.
  • The nature of the Creative Commons License given to materials developed by the project will depend on the authors involved.

Contextualized transformations

  • Maximize learning given the context (programmatic and other) of the course.
  • Course outcomes, instructors, content, role within program, setting, year/week/day schedule, resources, etc… all come into play in development of the course.

Not driven by new technologies, but by better learning

  • Technology is only used if and when it is best suited to help achieve a learning objective.

Student experience and perspective is important

  • Student realities, schedules, and learning needs should be taken into account.